Skip to content
Printer-friendly version

PowerPoint Presentation by Greg Austin

Presentation by Greg Austin on student and staff data from the California Healthy Kids Data System.

Student and Staff Data from the California Healthy Kids Data System

Slides 1-19
Slides 20-58

Slide 1

Student and Staff Data from the California Healthy Kids Data System

Gregory Austin, PhD
gaustin@wested.org
June 23, 2006

Slide 2

Presentation

Slide 3

Tools for School Improvement

Though mandated in compliance with NCLB Title IV requirements, the CHKS data collection system provides a wealth of information from students and staff to inform and guide school improvement efforts. Including:

Funded by CDE’s Safe and Healthy Kids Program Office

Slide 4

CHKS Student Survey

Slide 5

Photo of the California Healthy Kids Survey Web site

Everything is on the Web site:  http://www.wested.org/hks/ (Outside Source)

Slide 6

Requirements (CDE)

Slide 7

Database Size
Districts 1998-2005 2003-04 2004-05
Total Districts
937
560
341
Elementary
768
421
284
Secondary
880
558
307

Students 1998-2005 2003-04 2004-05
Total Students
1.8M
529K
400K
Elementary
427K
144K
86K
Secondary
1.4M
396K
314K

Slide 8

Slide 9

Survey Content (continued)

Slide 10

Core School Indicators (41 Items)

Slide 11

Assessing Barriers to Learning

CHKS identifies health-related barriers to learning to guide promotion of LEARNING SUPPORTS:

Learning is impaired when students are:

Slide 12

Resilience and Youth Development Module (RYDM) Theoretical Framework & Scales

Slide 13

(table omitted)

Slide 14

Internal Asset Scales
Environment Measures
Cooperation and Communication
  • I can work with someone who has different opinions than mine
  • I enjoy working with other students my own age
  • I stand up for myself without putting others down
Self-efficacy
  • I can work out my problems
  • I can do most things if I try
  • There are many things I do well
Empathy
  • I feel bad when someone gets their feelings hurt
  • I try to understand what other people go through
  • I try to understand what other people feel and think
Problem-Solving
  • When I need help I find someone to talk with
  • I know where to go for help with a problem
  • I try to work out problems by talking about them
Self-Awareness
  • This is a purpose to my life
  • I understand my mood and feelings
  • I understand why I do what I do
Goals and Aspirations
  • I have goals and plans for the future
  • I plan to graduate from high school
  • I plan to go to college or some other school after high school

Slide 15

School Connectedness Scale

Assesses personal feelings about the school, versus  perceived  environmental assets by School Asset Scales.

Add Health research shows:

Derived from the National Longitudinal Study of Adolescent Health. Questions ask "How strongly do you agree or disagree…"

Slide 16

Staff School Climate Survey (SCS)

Slide 17

SCS Core Content (43 items)

Slide 18

What SCS Data Will Tell You

Slide 19

Total School Assets

Line graph omitted

return to top

Slide 20

Percent High in Each School Asset

Line graph omitted

Slide 21

Trends: Total School Assets 2003-05

Line graph omitted

Slide 22

Trends: High in Three School Assets 2003-05

Line graph omitted

Slide 23

School Connectedness

Line graph omitted

Slide 24

Trends in School Connectedness 2003-05

Line graph omitted

Slide 25

What are the affects of variations in resilience on annual standardized test scores in California?

image of WestEd publication "How are Student Health Risks and Resilience" publication

Slide 26

CDE (via Stuart Foundation) commissioned examination of two questions:

Slide 27

CHKS/Test Score Analyses

Slide 28

Overall Findings

Slide 29

High in Total School Assets and API

Line graph omitted

Slide 30

High in School Caring Relationships and API

Line graph omitted

Slide 31

High in School High Expectations and API

Line graph omitted

Slide 32

High in School Meaningful Participation and API

Slide 33

School Caring Relationships and 1-year change in SAT-9

Graph omitted

Slide 34

School High Expectations and 1-year change in SAT-9

Graph omitted

Slide 35

Meaningful Participation in Community and 1-year change in SAT-9

Graph omitted

Slide 36

Methodological Limitations

Still, results indicate that promoting school environmental assets and school connectedness, as measured by the CHKS, may be an important component of any effort to turn around low performing schools and improve test scores.  

Slide 37

Other Student Data Linking

Assets/Connectedness to School Performance Indicators

Slide 38

Skipping School/Classes and School Assets

"During the past 12 months about how many times did you skip school or cut classes?" (Graph omitted)

Slide 39

Poor Grades (D/F) & School Assets

"During the past 12 months, how would you describe the grades you mostly received in school? (Mostly Ds & Fs)" (Graph omitted)

Slide 40

School Connectedness: Low Performing Schools (LP) vs. State Average (Av)

Graph omitted

Slide 41

Asset Promotion Reduces Involvement in Risk Behaviors that are Barriers to Learning

Slide 42

Bringing Weapons to School and School Assets

"During the past 30 days, on how many days did you carry [a knife, a gun, a club, any other weapon] on school property?" (Graph omitted)

Slide 43

Drunk/high at School 2+ Times & School Assets

Graph omitted

Slide 44

Substance Abuse Affects Learning Environment for All

9% of 9th graders, Heavy Drug Users are responsible for:

18% of 9th graders, Heavy Drug/Alcohol Users are responsible for:

Slide 45

Resilience and Reducing Learning Barriers

Slide 46

Staff School Climate Survey:

Staff-Student Relations
Learning Environment Indicators

Slide 47

Do Schools Have a Positive Learning and Working Environment (SCS Scale)?

Graph omitted

Slide 48

Percent High in Learning Environment Subscales

Graph omitted

Slide 49

Percent High on Learning Scales and  API

Graph omitted

Slide 50

Three Resilience Indicators

Graph omitted

Slide 51

Three Learning Indicators Percent Strongly Agree

Graph omitted

Slide 52

Do Staff Feel Students Are Motivated to Learn?

Graph omitted

Slide 53

Do Schools Promote Resilience and Assets?

Graph omitted

Slide 54

Conclusions

Slide 55

A School Climate that Motivates to Achieve…

Slide 56

Now What? Listening to Students Workshop!

Conducting Focus Groups with Students to Improve Understanding of CHKS Data and How to Promote Positive Student Behavioral, Health, and Academic Outcomes
Bonnie Benard & Carol Burgoa

Slide 57

Implementing Resilience/Youth Development Strategies in Our Schools

Slide 58

Listening to Students

Educational change, above all, is a people-related phenomenon for each and every individual. Students, even little ones, are people too. Unless they have some meaningful (to them) role in the enterprise, most educational change, indeed most education, will fail. I ask the reader not to think of students as running the school but to entertain the following question: What would happen if we treated the student as someone whose opinion mattered in the introduction and implementation of reform in schools?

Michael Fullan,
The New Meaning of Educational Change
1991

return to top

Questions: Hilva Chan | hchan@cde.ca.gov | 916-319-0194 
Download Free Readers